Abstract

Teacher training combines theoretical concepts and principles in learning, teaching, and practical experience. Regardless of the efforts to integrate the two knowledge forms (the theoretical and the practical) in teacher education, research suggests that student teachers often fail to perceive the connection between them. Our College of Education has developed a “Gradual Experience Model” (G.E.M) of teaching practice aimed at minimizing this gap. This study will describe the model and the results of the evaluation of the model by student teachers in different stages of their training.